Heidegger, Education, Nation and Race

Autor/in	Aboutorabi, Rozita
Titel	Heidegger, Education, Nation and Race
Quelle	In: Policy Futures in Education, 13 (2015) 4, S.415-423 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210315571219
Schlagwörter	Educational Policy; Race; Educational Philosophy; Beliefs; Learner Engagement; Educational Practices; History; Self Concept; War; Metacognition; Responsibility; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Rasse; Abstammung; Bildungsphilosophie; Erziehungsphilosophie; Belief; Glaube; Bildungspraxis; Geschichte; Geschichtsdarstellung; Selbstkonzept; Krieg; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Verantwortungsübernahme; Zuständigkeit; Ausland; Deutschland
Abstract	There are many arguments about Heidegger's work "Being and Time" (1954). Many critics believe that Heidegger provides a new way of understanding ourselves from a philosophical perspective. However, while some critics emphasize the de-Nazification of Heidegger's thinking, other still promote the notion that "Being and Time" is pro-Nazi. What is more, this new way of understanding brings a new challenge to education. In this paper, the concepts of "Volk" (people) and its relation with "Being and Time" is studied. Also, education is investigated in order to bring up authentic "Dasein" on Heidegger's view. The exploration undertaken in this paper illustrates that the concept of "Volk" is not, in Heidegger's view, related to the biological features of a race, but to the mood of attunement to Being, which itself is determined by its historicity and its capacity to bring about both differentiation and order. In general, Heidegger's interpretation of work is based on his concept of "Dasein" in the "Being and Time" and, as Radloff ((2007) "Heidegger and the Question of National Socialism: Disclosure and Gestalt." Toronto: University of Toronto Press) believed, this is not tactical accommodation to Nazism. In "Being and Time," Heidegger tries to save "Dasein" from everydayness and what he calls "the they" by calling attention to be authentic. In Heidegger's (1985) view, the questioning process unlocks the essentials in things by forcing us to focus on what would seem to be simple and obvious. Also questioning "Dasein's" beliefs and behaviours unfold the causes of them and is a way of bringing up an authentic "Dasein" and open-minded person. In order to achieve this, we need an authentic teacher who is not lost in "the they." Hence, we might speculate that if schools follow Heidegger's thinking, they would be attractive places in which to provide situations for students to ask question and not be bored. Students are encouraged to learn while pursuing questions. They are active and eager learners who learn through rethinking matters, even if these matters are completely obvious. They learn about them in a manner that their thinking enters unconcealment. If this were the case, education might lead students to become more thoughtful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01